“If It Looks Like Windows ‘98, I’m Not Using It”: Factors Influencing Students Use of Technology‐Enhanced Learning (TEL) Resources in Anatomy

Abstract

The use of technology‐enhanced learning (TEL) resources is now ubiquitous within anatomy education. Anatomy educators and commercial partners are constantly pushing the boundaries of technological innovation in education, and students now have access to a wide variety of TEL resources from both their own institution and other online sources. This study aimed to identify factors that may influence a student’s decision to utilise TEL resources when studying anatomy.This study, approved by the university ethics committee, was undertaken with Year 2 medical students at a UK university. The study employed surveys and focus groups in an exploratory sequential mixed methods approach. Firstly, pilot Likert scale items were developed following analysis of existing surveys from both anatomy TEL evaluation literature (identified from a previously published systematic literature review) and broader education literature. The resultant pilot survey responses (α=0.891; n=131) were analysed using principal components analysis (PCA). Secondly, the results of the pilot survey were explored in greater depth using focus groups with survey respondents (n=12). Focus groups were audio recorded, transcribed verbatim and analysed using thematic analysis. Finally, triangulation of the data collected from both the pilot survey and focus groups informed the development of a refined survey scale. The consecutive Year 2 medical cohort completed the survey (n=129). PCA was utilised to validate the adapted survey scale (α=0.893), the results of which revealed four emergent factors. Further statistical tests revealed no significant difference in responses when comparing gender, resource preference (i.e. TEL or non‐TEL) and academic achievement.Using a robust mixed method approach, this study developed the validated 23‐item Anatomy TEL Utility Scale with the following emergent factors: (1) Attitude Towards TEL; (2) Perceived Effectiveness; (3) Visual Appeal; (4) Personal and Social Influence. The results from this study revealed that, in addition to affective attitude towards TEL, students’ use of TEL resources for studying anatomy may be influenced by their perceptions of resource usefulness, ease of use and visual appeal. Furthermore, students revealed they are most likely to seek resources that are aligned to their curriculum by using resources provided by their institution, or resources validated by their instructor or peers. These findings highlight the responsibility held by anatomy instructors in ensuring they recommend appropriate TEL resources to students and, if developing their own resources, emphasizes the importance of evidence‐informed instructional design.